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Identity Development: What I Notice about Myself as a Teacher
- Source :
-
European Journal of Teacher Education . 2018 41(2):138-156. - Publication Year :
- 2018
-
Abstract
- Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of becoming a teacher. Reflections gathered using autobiographical narratives and teaching metaphors, were prompted by video clips of practice during School Placement. Results suggest that pre-service teachers' were initially drawn to the physical depiction of what a teacher looks like. Their meaning making then turned towards instances of dissonance between their prior meanings of what it is to be a teacher and their lived experiences of School Placement. These sources of dissonance challenged the pre-service teachers' ongoing construction of their teacher identity. The findings of this paper are discussed in terms of relevant literature.
Details
- Language :
- English
- ISSN :
- 0261-9768
- Volume :
- 41
- Issue :
- 2
- Database :
- ERIC
- Journal :
- European Journal of Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1170449
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/02619768.2017.1416087